THE  UNIVERSITY 

OF  ILLINOIS 

LIBRARY 


370 

K6  .. 
00.9-13 


The  person  charging  this  material  is  re- 
sponsible for  its  return  to  the  library  from 
which  it  was  withdrawn  on  or  before  the 
Latest  Date  stamped  below. 

Theft,  mutilation,  and  underlining  of  books 
are  reasons  for  disciplinary  action  and  may 
result  in  dismissal  from  the  University. 

UNIVERSITY    OF     ILLINOIS     LIBRARY    AT     URBANA-CHAMPAIGN 


rJUL28  1!78 
APR    9^ 


HMh 


2\97< 


OCT  0  1  i&2 
SEP  2  7 


r.  i    . 


nPT2  5 
OCT  2  3  WW 

MAY- 


L161  —  O-1096 


BULLETIN  NO.  13 


BUREAU  OF  EDUCATIONAL  RESEARCH 
COLLEGE  OF  EDUCATION 


THE  STATUS  OF  THE  SOCIAL  SCIENCES  IN 

THE  HIGH  SCHOOLS  OF  THE  NORTH 

CENTRAL  ASSOCIATION 


by 


Walter  S.  Monroe 
Director,  Bureau  of  Educational  Research 

and 

I.  O.  Foster 

Instructor,  University  High  School 


PRICE  50  CENTS 


PUBLISHED  BY  THE  UNIVERSITY  OF  ILLINOIS,  URBANA 

1922 


3?  . 


TABLE  OF  CONTENTS 

Preface 5 

Chapter  I.   Introduction 7 

Chapter  II.   Summary  of  Questions 11 

Chapter  III.   Summary  by  Subjects 26 

(a)  Ancient  History 26 

(b)  Ancient  and  Medieval  History 27 

(  c  )     Medieval  History 28 

(d)  Medieval  and  Modern  History 29 

( e)  Modern  History 30 

(  f  )    English  History 3 1 

( g)     General  History 31 

(h)     American   History 32 

(  i )     Community  Civics 33 

(  j  )    Civics 33 

(k)    Vocational  Civics 34 

(  I )     Economics 35 

(m)     Sociology 36 

(n)     Social  Science 37 

( o)     Educational  Guidance 37 

(p)    Vocational  Guidance 38 


Digitized  by  the  Internet  Archive 

in  2012  with  funding  from 

University  of  Illinois  Urbana-Champaign 


http://www.archive.org/details/statusofsocialsc13monr 


PREFACE 

This  report  presents  a  summary  of  the  information 
secured  by  means  of  a  questionnaire  addressed  to  the 
teachers  of  Social  Science  of  the  high  schools  of  the 
North  Central  Association  of  Colleges  and  Secondary 
Schools.  The  authors  have  confined  the  report  to  a 
mere  summary  of  the  facts.  Certain  tabulations  of  the 
replies  have  not  been  included  because  it  was  felt  that 
they  were  not  sufficiently  important  to  justify  such  de- 
tailed presentation.  No  effort  has  been  made  to  inter- 
pret the  facts  or  to  summarize  the  comments  made  by 
a  number  of  the  persons  who  answered  the  questions. 

Credit  should  be  given  Mr.  Foster  for  originating 
the  study  and  for  preparing  the  questionnaire  blank. 
He  has  also  had  a  large  part  in  the  preparation  of  the 
manuscript  for  publication.  The  Bureau  of  Educational 
Research  desires  to  acknowledge  its  indebtedness  to  all 
who  cooperated  by  furnishing  the  information  asked  for. 

Walter  S.  Monroe,  Director. 
December  1,  1922. 


THE  STATUS  OF  THE  SOCIAL  SCIENCES  IN  THE 

HIGH  SCHOOLS  OF  THE  NORTH  CENTRAL 

ASSOCIATION 

CHAPTER  I. 

INTRODUCTION. 

The  purpose  and  method  of  this  investigation.  This  study 
was  undertaken  for  the  purpose  of  collecting  facts  pertaining  to  the 
place  occupied  by  the  various  social  sciences  in  the  curriculums  of 
the  high  schools  of  the  North  Central  Association  of  Colleges  and 
Secondary  Schools.  In  addition,  certain  questions  relating  to  the 
general  procedure  of  instruction  were  included.  The  specific  ques- 
tions asked  are  given  on  p.  8.  The  questionnaire  blank  was  sent  to 
1273  secondary  schools  belonging  to  the  North  Central  Association, 
and  approximately  one-half  of  these  blanks  were  returned.  Some 
were  improperly  filled  out  and  had  to  be  rejected.  Others  arrived 
too  late  to  be  included  in  the  tabulations.  The  tables  on  the  follow- 
ing pages  are  based  upon  the  total  of  475  replies. 

The  questionnaire  blank.  The  questionnaire  blank  was 
printed  as  a  four-page  folder — eight  and  one-half  by  eleven.  A  por- 
tion of  it,  the  general  explanation,  and  the  specific  directions  for 
answering  each  of  the  questions  are  reproduced  here.  Additional 
columns  were  added  so  that  the  following  sixteen  social  science  sub- 
jects were  included  in  the  blank: 

Ancient  History  Community  Civics 

Ancient  and  Medieval  History  Civics 

Medieval  History  Vocational  Civics 

Medieval  and  Modern  History  Economics 

Modern  History  Sociology 

English  History  Social  Science 

General  History  Educational  Guidance 

American  Historv  Vocational  Guidance 


[7] 


Name. ..        Date 

Ancient 

Ancient 

Medieval 
History 

School            Address 

History 

Medieval 
History 

1.     In  what  years  and  semesters  are  these  subjects  offered? 

2.     If  pupiis  from  other  years  are  admitted,  state  the  years 

3.     How  many  pupils  were  enrolled  last  semester? 

4.     How  many  pupils  are  now  enrolled? 

5.     Is  this  a  required  subject? 

6.     Is  this  subject  generally  liked  by  the  students? 

7.     Does  the  class  study  the  entire  period  covered  by  the  text?.. 

8.     If  not,  what  are  the  date  limits? 

9.     Is  notebook  work  required? 

10.     Is  the  stereopticon  used? 

11.     Do  you  plan  to  offer  this  course  again? 

12.     Check  the  courses  in  which  current  events  are  taught 

13.     How  many  weeks  are  required  to  complete  this  course? 

14.     How  many  minutes  per  week  are  spent  in  recitations? 

15.     Is  supervised  study  used  often? 

16.     Is  the  socialized  recitation  commonly  used? 

17.     How  long  have  these  subjects  been  offered? 

18.     Check  any  courses  that  have  proved  unsuccessful 

19.     Do  you  feel  that  more  social  science  should  be  taught? 

20.     Check  the  courses  that  you  feel  the  pupils  should  be  re- 
quired to  taker 

21.     Give  on  line  1  for  each  subject:  the  author,  the  basic  text, 
the  date  of  its  copyright,  and  the  publisher. 

If  supplementary  texts  are  used  give  on  line  2  the  same  in- 
formation for  the  most  important. 

2 

1 

2 

1 

2 

1 

Explanation  and  direction  for  answering  questions.  On  the  inside  of  this  folder  a  number 
of  questions  are  asked  concerning  social  science  studies.  Ancient  History,  Ancient  and  Medie- 
val History,  Medieval  History,  Medieval  and  Modern  History,  Modern  History,  English 


[8] 


History,  Civics,  Economics,  and  Sociology  need  no  explanation.  General  History  is  a  course 
from  the  beginning  of  history  to  the  present  time.  American  History  may  be  only  the  history 
of  the  United  States  or  it  may  be  that  of  the  entire  western  hemisphere.  Community  Civics 
is  a  course  of  civics  that  puts  most  of  its  emphasis  on  the  local  community.  Vocational  Civics 
acquaints  the  pupils  with  various  callings  or  vocations.  A  detailed  study  of  each  may  or  may 
not  be  made.  Social  Science  is  a  mixture  of  any  of  the  social  studies.  It  is  to  the  social  sciences 
what  General  Science  is  to  the  natural  sciences.  Educational  Guidance  here  means  a  specific 
course  which  is  intended  to  direct  the  pupil's  studies  along  lines  most  profitable  to  him;  it 
opens  up  and  explains  new  fields  to  him.  Vocational  Guidance  is  the  direction  of  the  pupil 
toward  those  vocations  which  best  suit  his  abilities  and  interests.  The  blanks  are  left  for  you 
to  designate  any  other  social  study  which  your  school  offers. 

Each  question  is  explained  below  and  specific  directions  are  given  for  answering  it.  The 
numbers  refer  to  the  questions.  It  is  suggested  that  all  the  blanks  for  question  1  should  be 
filled  in  before  you  pass  to  question  2,  etc.  Each  question  should  be  answered  under  each 
subject  that  is  offered  by  your  school  unless  the  following  directions  state  otherwise. 

1.  Put  the  year  in  Roman  numerals  and  the  semester  of  the  year  in  Arabic  numerals. 
If  Civics  is  offered  only  to  Seniors  in  the  second  semester,  under  Civics  and  opposite  the  first 
question  you  will  write  IV-2,  etc. 

2.  If  pupils  from  other  years  or  semesters  are  not  permitted  to  take  any  subject,  write 
under  it  and  opposite  question  2  the  word  "No."  If  all  are  admitted,  write  "All."  If  the 
course  is  open  only  to  certain  years  or  semesters  other  than  expressed  in  1,  explain  by  giving 
the  years  and  semesters,  as  in  question  1. 

3.  Give  the  numbers  as  nearly  exact  as  possible,  as  348. 

4.  Give  the  numbers  as  nearly  exact  as  possible,  as  125. 

5.  Answer  in  the  appropriate  space,  "Yes"  or  "No." 

6.  Answer  in  the  appropriate  space,  "Yes"  or  "No." 

7.  Answer  in  the  appropriate  space,  "Yes"  or  "No." 

8.  This  applies  only  to  history.  If  in  Ancient  History  the  work  ends  at  476,  write  "to 
476"  in  the  appropriate  space.  If  the  work  in  Medieval  History  extends  from  800  to  1700, 
write  in  the  appropriate  space  "800-1700."  It  is  very  important  that  this  question  be  answered. 
English  History,  American  History,  and  General  History  are  assumed  to  cover  the  traditional 
period;  if  not,  state  your  practice. 

9.    Answer  "Yes"  or  "No." 

10.  Answer  "Yes"  or  "No." 

11.  Answer  "Yes"  or  "No." 

12.  Put  a  check  (V^ )  or  a  cross  (X)  in  the  appropriate  spaces. 

13.  Give  the  exact  number,  as  36. 

14.  Give  the  exact  number,  as  250. 

15.  Answer  "Yes"  or  "No." 

16.  Answer  "Yes"  or  "No." 

17.  Answer  in  numerals,  as  "2^"  for  two  and  one-half  years.  If  the  subject  has  been 
offered  longer  than  three  years,  answer  "3." 

18.  Either  a  check  or  a  cross  may  be  used.  If  the  cause  of  failure  is  known,  please  state 
it  on  the  last  page  of  this  report. 

19.  Answer  "Yes"  or  "No." 

20.  Check,  as  in  12  and  18. 

21.  This  question  is  very  important.  If  in  Ancient  History  the  basic  text  is  "Breasted, 
Ancient  Times,"  write  "Breasted,  Ancient  Times,  1916,  Ginn  and  Company."  If  Webster's 
Ancient  History  is  used  for  supplementary  work,  write  on  line  2  "Webster,  Ancient  History, 
1913,  D.  C.  Heath."  Count  as  supplementary  texts  only  books  covering  the  whole  subject, 
which  are  not  library  reference  books. 

Any  additional  information  or  remarks  may  be  placed  on  the  last  page  of  this  sheet. 
Any  experience  that  will  throw  light  on  this  problem  is  welcomed.  Any  syllabus  or  course  of 
study  that  you  may  send  us  will  be  much  appreciated. 


[9] 


General  plan  of  tabulating  the  replies.     As  the  replies  were 
received  from  high  schools  varying  widely  in  total  enrollment,  the 
following  groups  based  upon  total  enrollment  were  formed: 
Group  Enrollment  Number  of  schools 

I  1-150  122 

II  151-400  197 

III  401-800  83 

IV  801-above  73 

Total 475 

When  no  entry  was  made  in  the  column  for  a  given  subject  it 
was  assumed  that  this  subject  was  not  taught  in  the  high  school  re- 
porting. The  number  of  high  schools  in  each  group  not  teaching  a 
given  subject  is  found  in  the  last  column  of  the  first  five  tables.  Al- 
though these  numbers  are  not  repeated  in  subsequent  tables  it  is 
necessary  to  keep  in  mind  the  fact  that  the  different  subjects  are  not 
taught  in  all  of  the  high  schools.  In  a  number  of  instances  some  of 
the  questions  were  answered  for  a  given  subject  but  no  entry  made 
for  other  questions.  In  such  cases  it  was  assumed  that  the  subject 
was  taught  in  the  high  school  but  for  some  reason  the  one  replying 
to  the  questionnaire  blank  either  was  unable  to  answer  the  particular 
questions  or  had  overlooked  them.  In  the  first  five  tables  column  nine 
gives  the  number  of  schools  not  answering  the  first  question  for  each 
subject.  Similar  columns  are  not  given  for  all  of  the  tables.  In  the 
case  of  those  tables  which  consist  of  percents  apparent  discrepancies 
due  to  the  failure  of  entries  to  total  one  hundred  are  caused  by  the 
fact  that  the  question  was  not  answered  by  certain  schools  reporting. 
In  order  to  economize  space  the  percent  of  such  schools  was  omitted. 
However,  in  any  case  it  can  be  obtained  by  adding  the  percents  given 
and  subtracting  their  sum  from  one  hundred. 

General  plan  of  report.  It  is  interesting  and  illuminating  to 
consider  the  information  collected  from  two  points  of  view:  first,  by 
questions,  and  second,  by  subjects.  For  obvious  reasons  it  was  neces- 
sary to  make  the  tabulations  by  questions.  The  more  important  tables 
are  reproduced  on  the  following  pages.  These  will  be  described  brief- 
ly in  Chapter  II  and  certain  significant  facts  for  each  subject  pointed 
out  in  Chapter  III. 


[10] 


CHAPTER  II. 
SUMMARY  OF  QUESTIONS. 

Status  of  social  sciences  in  secondary  schools.  The  answers 
to  the  first  four  questions1  indicate  the  place  occupied  by  the  various 
social  sciences  in  the  curriculums  of  the  secondary  schools  of  the 
North  Central  Association.  Tables  I,  II,  III,  IV,  and  V  give  the 
semester  or  semesters  in  which  each  of  the  subjects  is  taught.  For 
example,  thirty-eight  schools  report  that  Ancient  History  is  taught 
during  the  first  semester  of  the  first  year,  thirty-five  during  the  sec- 
ond semester,  and  so  on.  One  significant  thing  about  these  tables  is 
the  variability  of  practice.  Although  there  is  a  fair  concentration  of 
frequencies,  most  of  the  subjects  are  reported  as  being  taught  in  prac- 
tically all  of  the  four  years.  The  number  of  schools  not  teaching  the 
subjects  is  also  significant.  With  the  exception  of  American  History 
which  is  not  taught  in  four  schools  and  Civics  which  is  not  taught  in 
fifty-seven  schools,  no  social  science  subjects  can  lay  claim  to  being 
universally  taught.  Only  five  subjects — Ancient  History,  American 
History,  Civics,  Economics  and  Modern  History — are  reported  as 
being  taught  in  more  than  50  percent  of  the  schools.  In  addition  to 
the  variation  of  practice  shown  by  these  tables,  the  answers  to  the 
second  question,  which  are  not  summarized  in  this  report,  indicate 
considerable  leniency  in  admitting  students  from  other  years. 

The  tabulations  of  the  answers  to  questions  3  and  4  are  not  re- 
produced here.  They  show  in  the  first  group  of  schools  a  median 
enrollment  of  from  twenty  to  thirty-six,  except  for  the  last  five  sub- 
jects. In  the  second  group  of  schools  the  median  enrollment  varies 
from  thirteen  to  fifty-six.  In  the  third  group  the  variation  is  from 
twenty-six  to  one  hundred  thirty-eight,  and  in  the  fourth,  from  forty- 
two  to  two  hundred  thirty-eight.  In  general,  the  enrollments  for 
the  second  semester  are  slightly  less.  One  significant  thing  is  the 
rather  extreme  variation  in  the  enrollment  for  a  given  subject  within- 


U.In  what  years  and  semesters  are  these  subjects  offered?  2.  If  pupils  from*, 
other  years  are  admitted,  state  the  years.  3.  How  many  pupils  were  enrolled  last: 
semester?    4.  How  many  pupils  are  now  enrolled? 


[11] 


TABLE  I.  SHOWING  YEARS  AND  SEMESTERS  IN  WHICH  VARIOUS 
SOCIAL  SCIENCES  ARE  TAUGHT  IN  HIGH  SCHOOLS 
(Group  I.    Enrollment,  1-150.    122  High  Schools  Reporting) 


Subject 


Year  and  Semester 

No 

I 

II 

III 

IV 

Answer 

1 

2 

1 

2 

1 

2 

1 

2 

38 

35 

33 

33 

4 

4 

2 

2 

1 

6 

7 

18 

19 

3 

3 

1 

2 

7 

4 

5 

2 

1 

25 

24 

25 

25 

3 

3 

1 

2 

13 

17 

18 

21 

3 

4 

1 

1 

1 

1 

7 

7 

1 

2 

2 

5 

5 

1 
33 

1 
14 

74 

37 

17 

11 

1 

3 

3 

2 

1 

6 

1 

2 

1 

2 

7 

25 

26 

64 

4 

4 

3 

2 

1 

1 

1 

1 

3 

17 

8 

29 

18 

1 

7 

17 

13 

27 

1 

1 

2 
2 

1 
3 

1 

1 

2 

1 

1 

1 

1 

Not 
Taught 


Ancient  History. 

Ancient    and    Medieval 

History 

Medieval  History 

Medieval    and    Modern 

History 

Modern  History 

English  History 

General  History 

American  History 

Community  Civics 

Civics 

Vocational  Civics 

Economics 

Sociology 

Social  Science 

Educational  Guidance. . 
Vocational  Guidance 


44 

87 
108 

67 

70 

109 

112 

3 

84 

13 

115 

56 

75 

120 

119 

116 


TABLE  II.  SHOWING  YEARS  AND  SEMESTERS  IN  WHICH  VARIOUS 
SOCIAL  SCIENCES  ARE  TAUGHT  IN  HIGH  SCHOOLS 
(Group  II.   Enrollment  151-400.    197  High  Schools  Reporting) 


Subject 


Year  and  Semester 

No 

Answer 

I 

II 

III 

IV 

1 

2 

1 

2 

1 

2 

1 

2 

46 

44 

59 

50 

5 

4 

1 

1 

31 

35 

56 

56 

3 

4 

2 

3 

2 

1 

4 

13 

4 

1 

1 

37 

34 

42 

48 

1 

1 

1 

2 

47 

48 

75 

72 

9 

11 

2 

1 

2 

15 

16 

4 

2 

3 

2 

11 

12 

5 
39 

5 
24 

3 
166 

3 
105 

41 

38 

9 

10 

2 

5 

1 

6 

4 

3 

6 

3 

28 

40 

51 

116 

4 

6 

1 

2 

1 

1 

1 

1 

4 

4 

31 

41 

50 

60 

1 

1 

2 

2 

14 

22 

26 

37 

1 

2 

1 

1 

1 

5 

6 

3 

2 

5 

2 

1 

1 

Not 
Taught 


Ancient  History 

Ancient    and    Medieval 

History 

Medieval  History 

Medieval    and    Modern 

History 

Modern  History 

English  History 

General  History 

American  History 

Community  Civics 

Civics 

Vocational  Civics 

Economics 

Sociology 

Social  Science 

Educational  Guidance.  . 
Vocational  Guidance.  . . 


93 

121 
171 

115 

83 

175 

180 

0 

122 

26 
182 

68 
130 
185 
194 
187 


[12] 


TABLE  III.    SHOWING  YEARS  AND  SEMESTERS  IN  WHICH  VARL 

OUS  SOCIAL  SCIENCES  ARE  TAUGHT  IN  HIGH  SCHOOLS 

(Group  III.   Enrollment,  401-800.   83  High  Schools  Reporting) 


Subject 


Ancient  History 

Ancient    and    Medieval 

History 

Medieval  History 

Medieval    and    Modern 

History. 

Modern  History 

English  History 

General  History 

American  History 

Community  Civics 

Civics 

Vocational  Civics 

Economics 

Sociology 

Social  Science. 

Educational  Guidance.  . 
Vocational  Guidance — 


Year  and  Semester 


22 

18 
1 


17 


II 


21 

28 
3 

19 

21 

2 

7 

2 


17 

29 
8 

14 

21 

2 

7 

1 
1 
6 
1 

2 
1 


III 


3 

5 

12 
32 
10 
1 
22 

16 

11 

2 


3 

5 

12 

31 

9 

1 

20 

15 

14 
8 


IV 


2 
2 

2 

64 

1 
22 

27 
10 

1 
1 


39 

2 
52 

31 
12 

2 


No 

Answer 


Not 
Taught 


42 

45 
67 

54 
32 
68 
77 
1 
55 
10 
75 
21 
58 
77 
80 
78 


TABLE  IV.    SHOWING  YEARS  AND  SEMESTERS  IN  WHICH  VARI- 
OUS SOCIAL  SCIENCES  ARE  TAUGHT  IN  HIGH  SCHOOLS 

(Group  IV.   Enrollment  801  and  over.   73  High  Schools  Reporting) 


Subject 


Year  and  Semester 


Ancient  History. ... — 
Ancient    and    Medieval 

History 

Medieval  History 

Medieval    and    Modern 

History 

Modern  History 

English  History 

General  History 

American  History 

Community  Civics 

Civics 

Vocational  Civics 

Economics 

Sociology 

Social  Science. . . 

Educational  Guidance. . 
Vocational  Guidance.  .  . 


17 


II 


III 


11 


15 

16 

5 

7 

21 
3 

2 
1 
4 
4 
3 


3 
9 

9 
23 
14 

1 
13 

11 
1 

11 
3 


IV 


1 

7 

2 

54 
3 

35 

30 


1 
4 
2 

49 

3 
45 

37 

11 

3 


No 

Answer 


Not 
Taught 


36 

39 
51 

52 
19 
52 
67 

0 
40 

8 
65 
14 
56 
62 
73 
67 


[13] 


TABLE  V.    SHOWING  YEARS  AND  SEMESTERS  IN  WHICH  VARIOUS 
SOCIAL  SCIENCES  ARE  TAUGHT  IN  HIGH  SCHOOLS 

(Total.  475  High  Schools  Reporting) 


Subject 


Year 

and  Semester 

No 
Answer 

I 

II 

III 

IV 

1 

2 

1 

2 

1 

2 

1 

2 

122 

108 

128 

118 

12 

11 

6 

5 

2 

71 

77 

118 

120 

12 

13 

2 

3 

5 

19 

19 

28 

23 

11 

2 

1 

3 

88 

80 

88 

93 

7 

6 

2 

4 

102 

108 

148 

151 

21 

21 

4 

3 

8 

7 

46 

49 

8 

5 

6 

5 

25 

26 

8 

8 

3 

4 

1 

3 

2 

107 

71 

358 

230 

93 

77 

15 

18 

5 

7 

6 

17 

1 

5 

5 

15 

15 

62 

89 

134 

277 

1 

14 

15 

7 

6 

2 

1 

1 

1 

4 

1 

2 

6 

10 

70 

75 

136 

146 

1 

2 

4 

4 

26 

51 

57 

87 

1 

2 

4 

6 

5 

1 

2 

10 

12 

1 

1 

2 

1 

3 

4 

5 

8 

8 

6 

1 

1 

3 

1 

2 

Not 
Taught 


Ancient  History 

Ancient    and    Medieval 

History 

Medieval  History 

Medieval    and    Modern 

History 

Modern  History 

English  History 

General  History 

American  History 

Community  Civics 

Civics 

Vocational  Civics 

Economics 

Sociology 

Social  Science 

Educational  Guidance.  . . 
Vocational  Guidance 


215 

292 
397 

288 
204 
404 
436 
4 
301 
57 
437 
159 
319 
444 
466 
448 


a  group  of  schools.  Differences  in  the  total  enrollment  must,  of  course, 
be  kept  in  mind,  but  even  so  some  of  the  variations  seem  of  especial 
interest.  For  example,  in  Group  I  two  schools  reported  an  enrollment 
in  Ancient  History  of  between  one  hundred  and  one  hundred  twenty- 
five.  Since  no  schools  in  this  group  have  a  total  enrollment  greater 
than  one  hundred  fifty,  all  but  a  very  few  students  in  these  two 
schools  were  studying  Ancient  History.  Similar  conditions  for  An- 
cient History  as  well  as  for  other  subjects  are  found  in  the  other 
groups.  This  suggests  that  in  many  cases  the  course  of  study  is  in  a 
state  of  change,  or  that  distinctly  different  policies  with  reference  to 
educational  guidance  are  being  followed  in  different  schools. 

The  scope  and  content  of  the  various  social  sciences.   Ques- 
tions2 7,  8,  12,  19  and  21  furnish  information  relative  to  the  content 


*7.  Does  the  class  study  the  entire  period  covered  by  the  text?  8.  If  not,  what 
are  the  date  limits?  12.  Check  the  courses  in  which  current  events  are  taught? 
19.  Do  you  feel  that  more  social  science  should  be  taught?  21.  Give  on  line  1  for 
each  subject:  the  author,  the  basic  text,  the  date  of  its  copyright,  and  the  publisher. 


[14] 


c/3  *-> 

S  w  I 


Q  -3 

3    § 

5  § 

H 


c 
O 

c 
o 
a, 
D 


4-1 

o 

C  _i 

u^rt<r^Tt<cN'<fco»*% 

*j   o 

r 

"c3 

o 

H 

X  ~~* 

^i^tvtot^o\a\n 

So 

ON^f^ONC^OOOOON 

Hfe 

w 

o 

C  __; 

OO  \0  CO  *s\  -*p              \o 

*->  o 

<N 

> 

«fc 

u 

a. 

H 

3 

O 

Ih 

a 

x  "d 

rt<  i-i  oo  ^  vo  vi  o  n 

Go 

<X>OSOOOQ\0\000\ 

H^ 

4-1 

O 

C  _jj 

cn  co  cn  co  cs  r^      rjH 

4->      O 

^H 

r 

3 

O 

i-t 

O 

X  rS 

cor^ooooovocon 

Co 

OsOv  OO  C\  0\  CO  OO  C\ 

Hta 

4-1 

O 

C  __j 

i^  CO  <N  CO  <-<  >o  *0  1^ 

4-.     O 

|_ 

Efe 

— < 

,'u 

a 

H 

3 

O 

u 

o 

X  -2 

-h  r^  r^  co  oo  vo  ■*  o 
ONcj\r^c\^ooc\CN 

Co 

H^ 

4-1 

O 

C  __; 

in  \o -h  •"t't  »      co 

4--     O 

CN 

HI 

sfe 

a 

H 

3 
O 

c 

O 

X  -t; 

"* -h  0\  VO  CS  Tf  o  \o 
^ONr^CNONcoc\ON 

u.O 

_ ;    ;  c 

cd      .    «- 

u 

IE? 

3 

> 

c 

Mediev 
istory. . 
id  Mode 
torv. . . . 

*  > 

u 

c 

1 

> 
-  c 

9 

CO 

ent  His 
entand 
ieval  H 
ieval  ar 
ern  His 
ish  Hisi 
:ral  His 
rican  H 

e 
< 

Anci 
Med 
Med 
Mod 

1 

X 

D  C 

£ 
< 

[15] 


TABLE  VII.    PERCENT  OF  HIGH  SCHOOLS  IN  WHICH  CURRENT 
EVENTS  ARE  TAUGHT 

(Based  Upon  Only  Those  Schools  in  Which  the  Subject  is  Taught) 


Percent  of  High  Schools 

Subject 

Group 
I 

Group 
II 

Group 
III 

Group 
IV 

Total 

Ancient  History 

30 
40 
29 

58 
60 
54 
40 
86 
55 
83 
43 
51 
53 
50 
33 
17 

45 
47 
38 
69 
78 
45 
47 
88 
73 
80 
33 
58 
52 
50 

10 

54 
55 
50 
69 
75 
53 
67 
87 
79 
82 
25 
56 
44 
50 
33 
20 

49 
47 
55 
57 
78 
62 
17 
82 
76 
69 
100 
63 
47 
36 

43 

Ancient  and  Medieval.  . .  . 

Medieval  History 

Medieval  and  Modern — 

Modern  History 

English  History 

General  History 

48 
44 
64 
74 
54 
44 

American  History 

Community  Civics 

Civics 

86 
71 
79 

Vocational  Civics 

Economics 

Sociology 

Social  Science 

47 
57 
51 
45 

Educational  Guidance..  .  . 
Vocational  Guidance 

22 
11 

of  the  various  courses.  The  replies  to  question  7  given  in  Table  VI 
indicate,  except  in  the  case  of  Medieval  History,  a  very  close  adher- 
ence to  the  text  books  in  regard  to  date  limits.3  The  particular  date 
limits  for  the  various  subjects  will  be  noted  in  the  next  chapter  de- 
voted to  the  separate  subjects.  Table  VII  shows  that  current  events 
are  reported  as  being  taught  in  a  considerable  percent  of  the  classes 
in  all  subjects.  As  one  might  expect  the  percents  are  greatest  for 
American  History  and  for  the  various  courses  in  Civics.  A  variety  of 
texts  is  used,  although  there  is  considerable  agreement  upon  a  limited 


8In  interpreting  the  facts  in  Table  VI  it  is  necessary  to  bear  in  mind  that  the 
percents  have  been  computed  on  different  bases  in  the  case  of  the  different  subjects. 
For  example,  by  reference  to  Table  I  we  learn  that  Ancient  History  is  taught  in 
seventy-eight  schools  in  the  first  group.  Ancient  and  Medieval  History  is  taught 
in  thirty-five,  Medieval  in  fourteen,  Medieval  and  Modern  History  in  fifty-five,  etc. 
When  it  is  stated  in  Table  VI  that  94  percent  of  the  schools  in  Group  I  studied  the 
entire  period  covered  by  the  textbook  in  Ancient  History,  this  simply  means  that 
this  occurs  in  94  percent  of  the  seventy-eight  schools  in  which  Ancient  History  is 
taught.  The  91  percent  for  Ancient  and  Medieval  History  is  computed  on  thirty-five 
as  a  basis  and  the  79  percent  for  Medieval  History  is  computed  on  fourteen  as  a  basis. 

The  percents  given  in  the  remaining  tables  have  been  computed  in  the  same 
way.  Hence,  it  will  be  necessary  to  bear  in  mind  this  precaution  in  interpreting  them. 


[16] 


number.  This  subject  also  will  be  discussed  further  in  Chapter  III. 
The  answers  to  question  19  and  the  general  remarks  made  upon  the 
questionnaire  seem  to  indicate  (1)  that  in  the  teaching  of  history  less 
time  should  be  spent  on  the  political  side  and  more  on  the  economic, 
social  and  industrial  phases,  and  (2)  that  in  the  teaching  of  the  other 
social  sciences  the  abstract  and  theoretical  topics  should  be  made 
more  concrete  and  practical. 

Time  devoted  to  social  science  courses.  In  a  few  schools 
which  appear  to  be  organized  on  a  three-term  basis  as  few  as  twelve 
weeks  are  given  to  certain  of  the  social  science  studies.  At  the  other 
extreme  we  find  forty  weeks  being  devoted  to  certain  of  the  subjects. 
The  number  of  minutes  per  week  spent  in  recitation  varies  from  120 
to  435.  Usually  a  balance  between  the  number  of  weeks  devoted  to 
the  subject  and  the  number  of  minutes  per  week  is  affected  by  requir- 
ing a  class  that  spends  relatively  few  minutes  per  week  in  recitation 
to  carry  a  subject  for  a  compensating  longer  period.  For  this  reason 
the  variations  in  time  devoted  to  the  different  subjects  is  not  as  great 
as  it  appears  from  the  above  figures.  The  typical  social  science  course 
extends  through  two  semesters  of  eighteen  weeks  in  length,  and  re- 
quires 225  minutes  per  week  for  recitation.  Larger  schools  have  a 
tendency  to  be  in  session  longer  than  the  smaller  schools;  therefore, 
they  devote  in  most  cases  more  time  to  the  social  science  work. 

The  social  sciences  as  required  subjects.  The  replies  to  ques- 
tions4 5  and  20  acquaint  us  with  the  status  of  the  various  social 
sciences  as  required  subjects.  Table  VIII,  which  gives  a  summary  of 
the  replies  to  question  5,(indicates  a  considerable  difference  of  prac- 
tice except  in  the  case  of  American  History  and  Civics.)  For  the  other 
subjects  the  predominant  practice  is  to  make  them  elective.  The 
directions  for  replying  to  this  question  required  an  answer  of  either 
"yes"  or  "no".  It  is  not  unlikely  that  in  a  number  of  schools  a  sub- 
ject is  required  for  students  pursuing  certain  courses  but  elective  for 
others.  As  no  opportunity  was  given  to  indicate  this  fact  the  number 
of  affirmative  replies  probably  was  decreased.  On  the  other  hand,  for 
the  same  reason  an  affirmative  reply  in  some  cases  may  have  been 
slightly  inaccurate.    This  character  of  the  response  required  in  this 


45.  Is  this  a  required  subject?     20.  Check  the  courses  that  you  feel  the  pupils 
should  be  required  to  take. 


[17] 


cr 

to 

\ONoot^O 

o 

\ 

]_ 

u 

I 

O  r^  so  vo  co  oo 

>o\oi^c\ooo't-HO(sio^)vovon'r 

Q 

S 

o 

w 

S 

to 

cr 

r^oonNnO't^NnMn^ovcNt^ 

1 

<u 

nMnMn  — 'too^r-rfcscNr-icsn 

to 

w 

to 

w 

6* 

to 

to 

o 

os  oo  <*  cn  so  o  r*«  so  e*5  os  «^>  oo  o  so      ro 
vo  so  so  v~)  •<&  a\  ~      co  •-«  cn  so  r-  -<f      co 

< 

> 

CO 

3 

u 

z  ^ 

2 

W    £ 

O 

a* 

O  O  M^  O        ©OssOsOvocOsOt^        l>» 
CO  CN  CN  CN  Tf        lOOO't^t^iH        CN        SO 

—  -£ 

a; 

y  g1 

to 

CO      g 

J  H 

<*    v> 

to 
o 

D  a 

'-<vO'<t,voasr^for^so\oooor^r^o 

O    u 

00   jq" 

B 

vivOtsOiovon'-fOM^I^OOsOvOCN 

LO     3 

•"■* 

£ 

0_£ 

3 
O 

i- 

>  ^ 

O 

cr 

n  to  r^  rf  tn  to  r^  o  so  ^  oo  rf  vo      coo 

to 

'tfNncNnFH\or^Tfi^ncN<-i      co  so 

y  .s 

& 

2C    w 

to 

o 

CNt^Tf^!--  —  Os^COCNCOTf^HCOsOO 

£  8 

HH 

so  so  v»  >o  so  a  ^ -■ <rticsvor--r^oo'Ot^- 

3    CO 

5^    2 

D. 

£ 

3 
O 

6 

cr 

OTfoo^r^ONOsvosofNcosooor^^fO 

to 

CN  CN  CO  CN  CN         CN  OO  if  t"^  CO  »H  i— .  r- 1  CO  i— ' 

DC   x 

U  "c 

co  o 

cr 

X   a 

to  "§ 
o  s 

u 

to 

o 

r-»  o  •"■  oo  o  cn  o  »h  r»  ■<*<  o  r-  os  o      © 
TfTfr^vovoson^tO'-ir^'t'tin      wo 

— 

a 

3 

2 

H« 

O 

cr 

Os  — i  Os  co  "<f  co  o«-o  O  Os  ©w->  os            r-» 

£ 

u 

Tf  wo  CN  CO  CO  CN  vn  OO  vr>  r^  CO -^ -**1              "-' 

w 

to 

u 

to 

w 

to 

S> 

"3  :£" 

C 

.    rt   c 

w 

to 

< 

c 

u 

3 
0 

> 

c 

0 

'"5  h*2 

^  o^  > 

•^   to  T3    c 

*2E  S.z 

» > 

-o.E 

3C  >, 

CO 

u 

.  "O    « 

H 

ffi  § 

C  •—    ^  O    O    c 

c 

J 
'Z 

B 

< 

c  >  >  £ 

1 

l- 

0   Z 

c 

R 

L 

< 

1 

£ 

c 

u 

or 

t 

E 
u 

B 

- 

c 

> 

£ 

c 
c 

c 

L 

1 

c 

DCO-^    c 

coW> 

[18] 


TABLE  IX.   PERCENT  OF  HIGH  SCHOOLS  WHICH  FAVOR  MAKING  THE 
VARIOUS  SOCIAL  SCIENCE  STUDIES  REQUIRED 

(Based  Upon  Only  Those  Schools  in  which  the  Subject  is  Taught) 


Percent  of  High  Schools 

Subject 

Group 

Group 
II 

Group 
III 

Group 
IV 

Total 

Ancient  History 

35 
43 
14 
44 
50 
31 
60 
88 
74 
81 
14 
59 
62 

67 
50 

31 
17 
38 

34 
51 
36 
65 
86 
67 
82 
40 
61 
45 
42 
33 
40 

24 
24 
44 
17 
59 
7 
67 
87 
61 
77 
25 
42 
28 
33 
67 
60 

14 
21 

14 
14 

44 
14 
50 
86 

79 
69 

38 
37 
53 
55 

50 

28 

Ancient  and  Medieval 

Medieval  History 

Medieval  and  Modern.. . . 
Modern  History 

24 
28 
32 
51 

English  History 

23 

General  History 

American  History 

Community  Civics 

Civics 

62 
87 
70 
79 

Vocational  Civics 

Economics 

32 
53 

Sociology 

48 

Social  Science 

Educational  Guidance. . .  . 
Vocational  Guidance 

42 
56 
48 

question  should  be  borne  in  mind  in  interpreting  Table  VIII.  In 
Table  IX  which  summarized  the  replies  to  question  20  we  find  that 
in  the  opinion  of  the  persons  reporting  some  slight  changes  should 
be  made  with  respect  to  requiring  the  different  subjects.  However, 
in  general  these  changes  were  not  marked.  It  is  probably  significant 
that  in  both  Tables  VIII  and  IX  a  decrease  in  the  requirement  of 
certain  subjects  is  indicated  as  the  size  of  the  high  school  increased. 
In  other  subjects  there  is  a  little  change  and  for  some  there  is  even 
an  increase. 

Permanency  and  success  of  the  various  social  sciences. 
Questions5  6,  11,  17  and  18  give  some  indication  of  the  permanency 
and  the  success  of  the  various  social  sciences  from  the  standpoint  of 
pupils'  interest.  Table  X,  which  summarizes  the  replies  to  question 
6,  indicates  that,  in  the  judgment  of  the  persons  reporting,  these  sub- 
jects are  generally  liked  by  a  majority  of  students.  Three-fourths  or 
more  of  the  schools  replied  affirmatively  for  most  subjects.   In  a  con- 


56.  Is  this  subject  generally  liked  by  the  students?  11.  Do  you  plan  to  offer 
this  course  again?  17.  How  long  have  these  subjects  been  offered?  18.  Check  any 
courses  that  have  proved  unsuccessful. 


[19] 


OO  Tf  r^-  ■*♦*<—«  ^  oo  CO  »— <  !>■ 


r-  cn  r^  *-« 


< 

a 


C/3 

D 
O 


bo 

3 


H 

CO 

>a^ 

E  iv,  x 

y  £  •« 

go  £: 

8  J 

sS  § 

vJ   rvi   js 

c/>gH 

O  O  "c 

W  CxJ   ° 


CO 


O  **  J? 

u 

w 

a 


a 

3 

2 

O 


a 

3 
O 

c5 


a, 

3 
O 

6 


oo  On  •"tf  wr»  Tf  w>  r^  CO  co  vO       wr>  so 


vo  co  C\  c?m-h  wn  vo  co  ri  o       oo  — i  oo 


SOsOt^\OMO\^ 


to  T3 


X  «— 1  - 


.a  .a 

c  c 

<< 


££ 


S2    co    to  ^    X 

S  60  C  e  6  S  y  o 

1  ^ 


O    O 


'3.-2 

O    C 

c  o 


3    cJ 

-a  o 


[20] 


G 

M       "| 
S       J 

Bs-s 

£  O  j= 

£     O       CO 

2:  m  "§ 

^  ^  J 

ffi  5  £ 

U  ^  H 

2 


3 

2 
O 


a 

3 
O 

o 


a. 

3 

2 
a 


* 


x 


& 


o 

w 
u 

pei 

w 

Oh 

— 
2 


C 

o 
a, 
D 

CO 

« 


3 
O 

6 


35 


8 


^o^t^v>N»<iooo\ooa\0»no 


r^or^ocn-*©  — 


73 
C    C 


u 

oSbbb§:^ 
w-d   O    O    OcoU 

P.J3 


>  > 


-2   ,«    3 


rt   o 


c  c 

I 


5]     CO     t_  •£     £     CO 

££*2  cSSo.^ 

I  I 

[21] 


2  6 

O   u 


o  o 


5  « 

73   rt 

'3."2 

g  rt 

o   C 
"C   O 


3    y 

73    O 


-d 

V 

3 

"re 
O 

o 

H 

8 

«on«^Ml'>>occ^'*rt<vonv0^i<-ivo 

COCNCOCNCNCNCNCNCN»-<CN.-i^CNi-.»-i 

o 

Q 

W 

CO 

-a 

4> 

D 

(A 

D 

cn  »-h  oo  r-»  co  r^  co  w->  cn  *o  o  \o  Tt<      t*» 

CO 

vO"*ni^'t'-i't't\ct^^t^\o      so 

1— 1 

> 

*j 

O 

3 

o 

U 

O 

O   g 

u 

co 

D 

OiviOMlo«)f*i'HNr^»oc\(sis«      vo 

oon>o,onnn'i,c3MM«»HCS      »-t 

tvi     re 
W  .2 

-a 

V 

3 

cor^voa>ooor^oor^cNO\OOfoo 

W  S" 

jz^ 

4-> 

EC   a 

a 

o 

3 

2 

U  ^ 

O 

^  i-4  ^f  »-h  CN  t^         <<t<  \©  CN  CO  U-i  CN  r^         O 

I— I    -e 

CO  «-*  «f  CN  CN  CN        <N  CO  ^h  CO  — ■  «-i  ^        CN 

E  -J 

D 

£g 

fc   c 

T3 
U 
to 

»— i  .« 

3| 
81 

D 

•*  on  O  O  oo  co  -h  »-i  co  co  •<*!  \o  oo       o 

ex 

3 

o 

^r^vor^r-soi^t^Mv»»ors\ovo      co 

CO     o 

a  v. 

£ 

O 

*T3 

cn  "«f  co  oo  os  co  r~^  co  o\  cn  o  »-h  *n  ^      O 

09 

CSMCS-HrH^ITfrHrHMCSrHrtCO            1-1 

r          O 

T3 

o  § 

coTf»-Hor^oo'*i,vOcN'-Hr^oococo 

z0 

voj^t^^ovo\o\ovovot^t^t^r^ionco 

i— i 

4-1 
O 

T7     u 

3 
O 

£ 

<~>  a 

°^  OQ 

T3 

so  co  cn  vo  o  ^  o  co  vo  •«*<  om-h  t^      cor*- 

CM 

a 

CN  CN  CN  1-1  CN  i-"  i->  CN  t~i  i-i  CN  1-1  CN         CO  i-< 

H 

I*! 

W 

J 

pq 

TJ     "  C 

■   «j 

S 

5?   :  «-« 

•     V 

•  Ei  w 

i 

-> 

T3    >>  © 

>*  ii 

«5 

!  T3    rt 

J 

bl i    >bbb§£ 

U 

•'s.'S 

- 

? 

'> 

^^r? 

c 

3 
0 

> 

.2i  C   re 

%  U   o   c 

c 
l 

'C 

c 

< 

n  >  >  E 

'8'8'8'S 

1 

E 

a 

D  C 
g, 

c 

CO      r. 

£  c 

I 

U 

C 

1 

£ 

c 
c 
c 

i 

c 

c 

Qco-S  c 

u   ^   u 

coW> 

[22] 


T3 

& 

CO 

P 

OO^tNOOOM^tSO^-ir-fOCNro^ 

Q 

W-iVnu->CO'<*,Tfwn-<t<CO'<t,CO'<t'CO''t,CO'<ti 

W 

4-> 
O 

CO 

O 

£ 

^ 

H 

J 

oocovooom— <w->.,— i,— i.— ir^r^r^u->cNr^ 

g 

rrtn^^ncs^vovi^^vo^tsn 

O 

D 

2 

§ 

o 

o 

D 

nnnN'tt^ooooN^Moo^vi      r-> 

r^  vo  r^  vO  «o  »o  vr>  Tf  Tfi  u-i  so  O  co  ■*        vO 

CO 

> 

4-> 

HH 

o 

£ 

3 

2 

£ 

O 

H  O 

T3 
g 

"t^O't-HONf^^tNOOO^vivO        co 

<  -5, 

CN  Tt<  CN  CN -^f  CN  CO  t*h  Tf  Tfi  CO  u-)  vo  CO        CO 

H   g> 

D 

w 

T3 

£  -2 

g 

Q  5 

o 

HM^o\ooonoNioOvoono 

iOT^rtivnrf'^lO'^fiOTfCNWicOCOCO'*1 

HH 

O 

3 
O 

£ 

U   ~ 

O 

t3 

voO'f'-onN-H^NONOn      o 

Tfi  u->  rfi  co  w>  co  '— i  »o  co  "*  «o  co  VO  co       Tf 

S| 

CO 

5 

g* 

T3 

H  .S 

u 

CO 

§  8 

D 

t^TfvotNOO»-^OcOOOOiXicOcNcOO 
rj«i0.^i_Tj<u->\01<fCOCO,<s1-'CO"<f"<*'CO'<f 

_ 

4-1 

a 

3 
O 

2 

K~     CO 

Z    o 

•-"  _c 

co  H 

O 

cu 

r^  O  ">  oo  co  vo  co  cn  o  ^t1  co  *n  Tf  cx>      o 
co  ■<*<  co  oo  -"f  co  CN  w-)  vo  w->  co  ^n  vn  w>       «o 

co 

§1 

-a 
u 

CO 

'^Tfw-,w->'«t,TfwoTfC0C0'-<'^|C0VOC0C0 

CO     o, 

EC  ^ 

•-H 

4-1 
O 

S  1 

a 

fc 

X     rt 

O 

fe« 

o 

TJ 

vocoooocoocNOvovor^ooor^r^ 

o 

CO 

Tf-«tl>^TtivocNcOlO«J->w-)00'>fu->w->\0'-H 

H 

D 

£ 

W 

u 

Bj 

I    !    • 

W 

Ph 

i  N 

m 

j 

•■8*3 

•     CO 

««'    ! 

T3  re 

HH 

u 

:  "1    C  MH     to  IS  •<-■  LS  HM    fj 

CJ 

•g-o 

0 

0 

u   j 

PQ 
< 

T3  S  kI.S  g"rt 

C   —   r^  o   O   c 

4- 

c 
» 

'C 
c 

< 

c  >  >  E 

.2 

1 

w 

"2 

o  c 
(J 
0 

re    i- 

•Si 

:> 

u 

2  £  c 

re   C   C 

y  OT 

O    u    r 

>Wc^ 

0 

'C 

c 

'*3   C 

rex 

T3   C 

[23] 


Q 
W 

CO 

O 

to 

g 

W 

I 

w 

to 
CO  ,~, 

I— H       *-> 

S     « 

G.9 

Q   C 

to£ 

>    CO 

CO  a 

y  .s 

33  ja 


Sco1 

co    g 

to    o 


8 


H 
EC  >> 
U  c 
co  o 

E  s 

2  8. 

5^ 
to  "S 
o  s 

to 
U 
Pti 

w 
to 


3 
O 

a 


ex 

3 
O 


a 

3 
O 
I* 

O 


O'^'-'nooovo^oo-HTfomn'Hfs 


s 


c  c 


c  c 
<< 


^*2   :   :   '■  b.y 

to  "O  2    °    O    ">  U 

--eee  c-s 

►  >  g-e*3  3  g 

.«.«  o.52  fe'C  6 


2  S 
C  o- 

y  o 

O   u 


c  3 

£  c 
•a  « 

'3-2 

S  rt 

o  c 

+3   O 

rt  -J3 


-a  o 


[24] 


siderable  number  of  instances  this  question  was  not  answered.  The 
failure  to  do  so  probably  means  that  the  person  replying  to  the  ques- 
tionnaire was  very  doubtful  concerning  the  attitude  of  the  students 
toward  the  subject. 

Methods  of  instruction.  Questions6  9,  10,  15  and  16  give  cer- 
tain information  concerning  the  general  procedure  of  instruction.  The 
replies  to  these  questions  are  summarized  in  Tables  XI,  XII,  XIII  and 
XIV.  It  is  rather  surprising  to  the  writers  that  notebook  work  is 
reported  as  being  required  in  such  a  large  percent  of  the  schools.  As 
no  attempt  was  made  to  define  "notebook  work"  in  the  questionnaire 
blank  the  amount  required  in  some  of  the  schools  probably  is  not 
large.  The  use  of  the  stereopticon,  as  one  might  expect,  is  more  fre- 
quently reported  in  the  larger  schools  than  in  the  smaller  ones. 
Tables  XIII  and  XIV  give  the  summary  for  the  socialized  recitation 
and  supervised  study  respectively.  These  phases  of  instructional  pro- 
cedure were  not  defined  and  the  persons  responding  to  the  question- 
naire no  doubt  differed  in  their  interpretations.  This  naturally  limits 
the  significance  of  the  replies.  It  is  probably  significant  that  the  use 
of  the  socialized  recitation  does  not  appear  to  be  restricted  to  any 
particular  subjects,  although,  with  the  exception  of  Sociology,  the 
highest  relative  frequencies  are  for  American  History  and  Civics.  The 
percent  of  schools  reporting  the  frequent  use  of  supervised  study  is 
approximately  one-third  of  the  total  number.  It  appears  that  super- 
vised study  occurs  more  often  in  smaller  schools  than  in  the  lareer 
ones. 


*9.  Is  notebook  work  required?     10.  Is  the  stereopticon  used?     15.  Is  supervised 
study  used  often?     16.  Is  the  socialized  recitation  commonly  used? 

[25] 


CHAPTER  III. 

SUMMARY  BY  SUBJECTS 

Ancient  History.  Ancient  history  is  reported  as  a  separate 
course  in  more  than  50  percent  of  the  schools  in  each  group.  In  ad- 
dition, a  considerable  number  of  schools  combine  it  with  medieval 
history.  It  is  slightly  more  frequently  taught  during  the  second  year 
than  the  first,  and  in  a  few  schools  it  is  given  during  the  third  and 
fourth  years.  The  enrollment  compares  favorably  with  that  in  the 
other  social  science  subjects  although  it  is  usually  exceeded  by  Amer- 
ican History.  The  textbooks  and  the  supplementary  texts  mentioned 
most  frequently  are  given  below: 

Principal  Texts 
Author  Title  Frequency 

Robinson  and  Breasted  History  of  Europe  49 

West  Ancient  World  39 

Webster  Ancient  History  32 

Breasted  Ancient  Times  30 

Myers  Ancient  History  24 

Webster  Early  European  History  23 

Betten  and  Kaufman  Ancient  World  9 

Ashley  Early  European  Civilization  9 

West  Early  Progress  8 

Supplementary  Texts 
Davis  Readings  26 

West  Ancient  World  6 

Myers  Ancient  History  6 

Breasted  Ancient  Times  6 

Webster  Ancient  History  5 

Total  number  of  schools  offering  Ancient  History        260 

The  answers  to  question  7  indicated  that  in  approximately  90 
percent  of  the  schools  offering  Ancient  History  the  textbook  was  fol- 
lowed with  respect  to  date  limits.  When  the  date  limits  of  the  text 
are  not  adopted,  500  A.  D.  and  800  A.  D.  are  most  frequently  men- 
tioned. Only  a  few  extend  Ancient  History  to  about  1000  A.  D.  Cur- 
rent events  are  reported  as  being  taught  in  Ancient  History  courses 
in  slightly  more  than  two-fifths  of  the  schools.   More  attention  ap- 

[2*] 


pears  to  be  given  to  this  topic  in  the  larger  schools  than  in  the  smaller 
ones.  In  more  than  one-third  of  the  schools  in  which  Ancient  History 
is  taught  it  is  a  required  subject.  This  requirement  is  a  little  more 
frequent  in  the  smaller  schools,  and  the  percent  of  replies  indicating 
a  belief  that  Ancient  History  should  be  required  is  somewhat  less. 
Thus,  it  appears  that  if  the  persons  replying  to  the  questionnaire 
were  able  to  assign  Ancient  History  to  the  place  which  in  their  opin- 
ion it  should  occupy  it  would  be  required  in  fewer  schools  than  at 
present. 

Ancient  History  is  reported  as  being  generally  liked  by  students 
in  70  percent  of  the  schools  offering  it,  with  12  percent  not  reporting. 
This  is  the  smallest  percent  reported  for  any  social  science  except 
"Educational  Guidance"  and  "Vocational  Guidance"  which  are  taught 
in  too  few  schools  for  the  data  to  be  significant.  Apparently  very  few 
schools  are  planning  to  discontinue  Ancient  History  as  a  separate 
course.  Notebook  work  is  required  in  about  three-fourths  of  the 
schools.  Use  of  the  stereopticon  is  more  frequent  in  Ancient  History 
classes  than  in  any  other  social  science  except  Medieval  History  in 
which  the  same  percent  reports  its  use.  The  socialized  recitation  is 
used  somewhat  less  frequently  in  Ancient  History  than  in  most  of 
the  other  social  science  studies  but  in  respect  to  supervised  study  it 
stands  near  the  head  of  the  list. 

Ancient  and  Medieval  History.  This  new  combination  of  his- 
tory is  designed  to  take  the  place  of  the  full  year  of  Ancient  History 
and  one-half  year  of  Medieval  History  in  order  that  more  time  may 
be  devoted  to  Modern  History.  About  one-third  of  the  schools  re- 
porting have  adopted  this  combination  in  preference  to  the  traditional 
one  of  Ancient  History  in  the  first  or  second  year  of  the  high  school, 
followed  immediately  by  Medieval  and  Modern  History  in  the  second 
or  third  year.  The  normal  place  for  this  combination  subject  is  the 
second  year,  although  it  is  occasionally  reported  for  the  third  and 
fourth  years.  In  schools  having  the  same  number  of  pupils  the  en- 
rollment in  this  subject  is  reported  as  slightly  larger  than  that  in 
Ancient  History. 

Since  the  textbook  defines  the  limits  of  the  course  in  nearly  every 
case  the  reader's  attention  is  called  to  the  list  of  textbooks  and  of 
supplementary  texts  that  are  most  frequently  used. 

[27] 


Principal  Texts 

Author                                                      Title  Frequency 

Robinson  and  Breasted                         History  of  Europe  72 

Webster                                                  Early  European  History  28 

Robinson  and  Breasted                         Outlines  of  European  History  24 

Breasted                                                  Ancient  Times  15 

Robinson                                                 Medieval  and  Modern  Times  13 

Ashley                                                   Early  European  Civilization  8 

Supplementary  Texts 

Breasted                                                  Ancient  Times  6 

Davis                                                       Readings  5 

Total  number  of  schools  offering  Ancient  and  Medieval  History  183 

The  final  date  limit  of  this  course  appears  to  be  somewhere  between 
1476  and  1800,  the  year  1500  being  given  in  most  cases.  In  this 
combined  course  current  events  are  taught  more  frequently  than  in 
the  year  course  in  Ancient  History.  More  of  the  smaller  schools  than 
the  larger  require  this  subject.  It  has  been  offered  in  124  schools  for 
three  years  or  longer,  and  in  28  schools  for  less  than  three  years. 
Very  few  administrators  plan  to  discontinue  the  course. 

Medieval  History.  A  critical  examination  of  the  data  on  this 
subject  shows  that  Medieval  History  has  probably  been  recorded 
separately  in  some  cases  when  it  should  have  been  reported  with 
either  Ancient  History  or  Modern  History.  However,  no  account  has 
been  taken  of  this  error  in  the  following  discussion.!  Medieval  His- 
tory is  taught  most  often  during  the  second  semester  of  the  second 
year  or  the  first  semester  of  the  third  yeaf^  Usually  pupils  enrolled 
in  the  year  above  that  for  which  the  course  is  offered  are  admitted 
to  it.  In  about  80  percent  of  the  schools  the  textbook  sets  the  limits 
of  the  course.  However,  it  seems  that  as  a  rule  the  chronological 
period  covered  extends  from  the  Germanic  Invasions  to  about  1700. 
The  textbooks  used  in  this  course  are  as  follows: 


Principal  Texts 

Author 
Robinson  and  Breasted 
Robinson  and  Beard 
Robinson 

Title 
History  of  Europe 
Outlines  of  European  History 
Medieval  and  Modern  Times 

Frequency 
12 
12 
11 

Webster 

Early  European  History 
Supplementary  Texts 

10 

Robinson 

West 

Hazen 

Readings 
Modern  Progress 
(Not  Mentioned) 

5 
3 
2 

Total  number  of  schools  offering  Medieval  History  78 

[28] 


Medieval  History  is  required  in  about  one-third  of  the  schools 
in  which  it  is  taught.  Usually  these  are  the  small  schools  which  neces- 
sarily have  a  minimum  of  elective  subjects.  Hence,  it  is  not  surprising 
to  find  that  slightly  less  than  one-third  of  the  persons  replying  to  the 
questionnaire  feel  that  this  subject  should  be  required.  Except  in 
the  small  schools  it  is  not  liked  by  the  students  as  well  as  Ancient 
History.  Only  one  school  reported  this  course  as  unsuccessful  and 
hence  plans  to  discontinue  it. 

Medieval  and  Modern  History.  This  subject  is  most  frequently 
found  in  either  the  second  or  the  third  year  of  the  high  school.  Only 
about  one-third  of  the  schools  limit  it  to  those  pupils  who  have  stand- 
ing equivalent  to  the  year  in  which  it  is  offered.  In  most  cases  the 
smaller  schools  follow  the  textbook  more  strictly  than  the  larger  ones. 
About  27  percent  of  the  schools  replying  to  the  questionnaire  begin 
the  work  with  the  Decline  of  the  Roman  Empire,  about  50  percent 
with  the  Germanic  Invasions,  and  about  23  percent  with  the  year 
1000  A.  D.  More  stress  appears  to  be  given  current  events  than  in 
any  of  the  preceding  subjects.  The  texts  most  frequently  used  are 
given  below: 


Principal  Texts 

Author 
West 
West 

Robinson  and  Beard 
Harding 
Myers 

Title 
Modern  Progress 
Modern  World 

Outlines  of  European  History 
Medieval  and  Modern  History 
Medieval  and  Modern  History 

Frequency 
27 
19 
18 
16 
11 

Supplementary  Texts 

Hazen 
Robinson 
West 
Robinson 

and  Beard 

Europe  Since  1815 
Readings 
Modern  Progress 
Outlines  of  European 

History 

12 
7 

5 
5 

Total  number  of  schools  offering  Medieval  and  Modern  History         187 

The  replies  indicate  that  the  majority  of  the  persons  who  filled 
in  the  questionnaire  feel  that  this  subject  should  be  more  universally 
required.  About  three-fourths  of  the  schools  report  the  subject  as 
generally  liked,  about  7  percent  state  that  it  is  unsuccessful,  and 
about  4  percent  expect  to  discontinue  the  course.  Approximately  75 
percent  of  the  schools  require  notebook  work,  and  the  stereopticon 
is  used  in  about  22  percent,  the  highest  frequency  being  in  the  larger 

[29] 


institutions.  Supervised  study  and  the  socialized  recitation  are  found 
in  approximately  one-third  and  three-fifths  of  these  schools  respec- 
tively. 

Modern  History.  This  subject  is  usually  offered  in  the  second 
or  third  year,  the  frequency  being  highest  in  the  third  year.  Occa- 
sionally it  is  taught  in  the  first  or  the  fourth  year.  In  one  school 
practically  all  of  the  students  are  reported  as  being  enrolled  in  the 
course.  The  textbook  is  more  nearly  followed  in  this  subject  than  in 
any  other  of  the  social  sciences.  Those  used  most  frequently  are  as 
follows : 

Principal  Texts 

Author  Title  Frequency 

Robinson  and  Beard  Outlines  of  European  History  64 

Robinson  and  Beard  Our  Own  Times  62 

Hazen  Modern  European  History  28 

West  Modern  Progress  20 

Robinson  Medieval  and  Modern  Times  15 

Ashley  Modern  European  Civilization  12 

West  Modern  World  12 

Webster  Modern  European  History  10 

Supplementary  Texts 
Hazen  Modern  European  History  9 

Robinson  and  Beard  Our  Own  Times  8 

Robinson  Readings  6 

Total  number  of  schools  offering  Modern  History        271 

In  the  smaller  schools  this  course  usually  begins  with  the  fif- 
teenth century,  but  in  the  larger  schools  in  most  instances  a  later 
date  is  chosen.  Current  events  are  taught  more  frequently  in  con- 
nection with  this  course  than  with  any  other  history  course,  except 
American  History.  It  is  interesting  to  note  that  about  one-third  of 
the  schools  require  this  subject  for  graduation,  and  that  over  one-half 
of  the  persons  who  answered  the  questionnaire  think  that  it  should 
be  required.  It  has  been  offered  for  three  years  or  longer  in  190 
schools,  and  for  less  than  three  years  in  35  schools.  It  is  more  gen- 
erally liked  than  Medieval  and  Modern  History.  Nine  schools  report 
it  as  unsatisfactory  and  six  of  these  will  not  offer  it  again.  Notebook 
work  is  required  in  about  three-fourths  of  the  schools.  The  data 
show  that  supervised  study  is  in  vogue  in  about  40  percent  of  these 
schools,  and  that  the  socialized  recitation  seems  to  be  somewhat  more 
widely  used. 

[30] 


English  History.  This  survival  of  the  recommendation  of  the 
Committee  of  Seven  is  still  found  in  over  one-fourth  of  the  high 
schools  of  the  North  Central  Association.  The  usual  year  for  this 
subject  is  the  third,  although  sometimes  it  is  offered  in  the  second 
and  occasionally  in  the  first.  When  this  subject  occupies  its  normal 
position  seniors  usually  are  admitted  and  sophomores  occasionally. 
No  school  reported  that  its  pupils  studied  less  than  the  entire  period 
covered  by  the  text.  The  texts  most  frequently  used  are  as  follows: 

Principal  Texts 

Author  Title                                           Frequency 

Cheyney  Short  History  of  England  40 

Andrews  Short  History  of  England  5 

Cheyney  Readings  5 

Larson  Short  History  of  England  3 

Walker  Essentials  of  English  History  3 

Supplementary  Texts 

Cheyney  Short  History  of  England  2 

Larson  Short  History  of  England  2 

Cheyney  Readings  2 

Gardiner  History  of  England  2 

Total  number  of  schools  offering  English  History          71 

Current  events  are  taught  in  slightly  more  than  50  percent  of 
the  classes  in  English  History.  The  smaller  schools  which  offer  this 
course  report  that  it  is  liked  best  of  all  the  social  subjects.  It  is  com- 
paratively well  liked  in  the  larger  schools.  In  three  schools  it  was 
reported  as  unsuccessful. 

General  History. j  This  subject  is  offered  in  less  than  10  percent 
of  the  high  schools  of  the  North  Central  Association  .]  It  is  found 
usually  in  the  second  year,  although  it  was  reported  for  all  years. 
It  is  generally  taught  for  the  entire  year  and  pupils  from  the  year 
just  above  or  below  that  in  which  the  subject  is  scheduled  are  usually 
admitted.  Only  one  school  reported  a  failure  to  follow  the  work  as 
outlined  in  the  textbook.  The  textbooks  which  have  the  highest  fre- 
quencies are  as  follows: 

Principal  Texts 

Author  Title  Frequency 

Elson  Modern  Times  and  the  Living  Past  10 

Robinson-Breasted-Smith  General   History  of  Europe  5 

West  Modern  Progress  5 

Myers  General  History  4 

Supplementary  Texts 
Elson  Modern  Times  and  the  Living  Past  3 

West  Modern  Progress  2 

Total  number  of  schools  offering  General  History  39 


[31] 


This  course  includes  current  events  in  more  than  50  percent  of 
the  schools  teaching  it.  It  is  interesting  to  note  that  in  44  percent  of 
these  schools  the  subject  is  required,  and  that  the  administrators  in 
62  percent  of  the  schools  think  that  it  should  be.  This  subject  has 
been  introduced  into  nineteen  schools  within  the  past  three  years.  It 
is  reported  as  being  fairly  well  liked,  and  no  schools  pronounced  it 
unsuccessful. 

American  History./  American  History  is  scheduled  most  fre- 
quently in  the  fourth  year,  although  it  is  often  found  in  the 
third.  It  is  the  only  social  science  that  is  not  offered  by  any 
school  during  the  first  year.)  Usually,  pupils  in  the  year  above  or 
below  that  in  which  the  course  is  scheduled  are  admitted.  When  this 
course  is  a  semester  subject  it  is  offered  in  the  smaller  schools  most 
frequently  during  the  first  semester,  but  in  the  larger  during  the 
second  semester.  About  93  percent  of  the  schools  cover  the  entire 
period  with  which  the  text  deals.  It  is  probable  also  that  they  sup- 
plement the  text  with  more  recent  history.  The  textbooks  most  fre- 
quently used  are  as  follows : 

Principal  Texts 

Author  Title  Frequency 

Muzzey  American  History  195 

Fite  History  of  United  States  47 

Forman  Advanced  American  History  33 

West  American  History  30 

McLaughlin  History  of  the  American  Nation  30 

Hart  American  History  22 

Supplementary  Texts 
Bassett  Short  History  of  the  United  States  18 

Muzzey  American  History  14 

Hart  New  American  History  7 

Total  number  of  schools  offering  American  History        471 

Only  one  school  did  not  report  current  events  in  connection  with 
this  course,  i  American  History  is  required  in  more  than  80  per- 
cent of  these  schools/\This  is  approximately  the  same  as  the  per- 
cent of  returns  indicating  that  it  should  be  a  required  subject.  It  is 
reported  as  being  well  liked  in  about  97  percent  of  the  schools  where 
it  is  taught,  and  as  unsuccessful  in  slightly  less  than  3  percent  of  these 
schools.  No  school,  however,  expects  to  discontinue  the  course  next 
year.   Of  these  schools  notebook  work  is  required  in  75  percent;  the 


[32] 


stereopticon  is  used  in  24  percent;  supervised  study  is  found  in  34 
percent;  and  the  socialized  recitation  finds  a  place  in  51  percent. 
One  significant  and  illuminating  opinion,  reported  frequently,  is  that 
American  History  can  not  be  done  satisfactorily  in  one  semester. 

Community  Civics./  Community  Civics  is  found  most  frequent- 
ly in  the  first  year  and  usually  in  the  first  semester.^  However,  it  is 
reported  for  every  year  of  the  high  school.  Few  schools  admit  pupils 
from  years  other  than  that  for  which  the  course  is  scheduled.  About 
75  percent  of  the  schools  offering  this  course  do  the  work  as  outlined 
by  the  texts.  The  texts  in  most  frequent  use  are  as  follows: 

Principal  Texts 

Author  Title  Frequency 

Hughes  Community  Civics  96 

Dunn  The  Community  and  the  Citizen  17 

Hill  Community  Life  and  Civic  Problems        11 

Hughes  Economic  Civics  6 

Supplementary  Texts 
Hughes  Community  Civics  5 

Hill  Community  Life  and  Civic  Problems  5 

Total  number  of  schools  offering  Community  Civics        174 

Only  two  schools  do  not  teach  current  events  in  connection  with 
Community  Civics.  In  at  least  one  case  this  is  due  to  the  fact  that 
current  events  are  taught  in  connection  with  other  courses,  and  this 
practice  was  resorted  to  in  order  to  avoid  duplication.  Community 
Civics  has  been  in  the  curriculums  of  eighty-two  schools  for  three 
years  or  longer.  During  the  past  three  years,  however,  it  has  been 
introduced  into  the  curriculums  of  seventy-three  schools.  Only  2  per- 
cent of  the  schools  report  that  the  subject  is  not  generally  liked. 
Eight  schools  do  not  consider  it  successful  and  one  plans  its  discon- 
tinuance. Notebook  work  is  required  in  connection  with  this  course  in 
about  50  percent  of  these  schools.  The  socialized  recitation  is  used 
by  an  equal  number.  Supervised  study  is  not  found  as  frequently, 
and  the  use  of  the  stereopticon  is  limited  to  about  25  percent  of  the 
schools  offering  the  subject. 

Civics.  This  course  remains  predominantly  a  fourth-year  sub- 
ject, although  it  is  taught  in  a  large  number  of  schools  during  the 
third  year.  The  data  indicate  that  about  85  percent  of  all  the  schools 

[33] 


offering  courses  in  Civics  follow  the  text  rather  literally.   The  text- 
books most  frequently  used  are  as  follows: 


Principal  Texts 

Author 

Title 

frequency 

Magruder 

American  Government 

129 

Guitteau 

Government  and  Politics,  Etc. 

50 

Ashley 

New  Civics 

46 

Woodburn  and  Moran 

Citizen  and  Republic 

39 

Reed 

Form  and  Functions  of  American 

Government 

23 

Garner 

Government  in  the  United  States 

18 

Forman 

American  Democracy 

18 

Hughes 

Community  Civics 
Supplementary  Texts 

10 

Magruder 

American  Government 

16 

Forman 

American  Democracy 

13 

Bryce 

American  Commonwealth 

9 

Ashley 

New  Civics 

7 

Hughes 

Community  Civics 

7 

Total  number  of  schools  offering  Civics 

418 

In  connection  with  Civics  current  events  are  taught  in  about  85 
percent  of  the  schools.  The  course  is  considered  unsuccessful  in  twelve 
schools  and  reported  as  not  being  liked  by  the  students  in  seven 
schools.  This  means  either  that  it  is  generally  liked  in  at  least  five 
schools  reporting  it  as  unsuccessful,  or  that  the  course  was  not  proper- 
ly estimated.  Two  schools  plan  its  discontinuance.  Notebook  work  is 
done  in  58  percent  of  the  schools.  The  socialized  recitation  is  found 
nearly  as  frequently.  Supervised  study  is  found  in  about  one-third 
of  the  schools,  and  the  stereopticon  is  used  for  teaching  purposes  in 
only  14  percent,  this  low  percent  being  due  to  the  nature  of  the  sub- 
ject matter. 

Vocational  Civics.  This  subject  is  found  most  frequently  in  the 
first  year  of  the  high  school  course,  but  it  is  offered  occasionally  in 
every  other  year.  Usually  it  is  restricted  to  pupils  who  are  in  the 
year  for  which  it  is  scheduled.  As  with  most  of  the  other  social  sub- 
jects the  textbook  furnishes  the  subject  matter  for  the  course.  The 
texts  most  frequently  used  are  as  follows: 


[34] 


Principal  Texts 
Author  Title  Frequency 

Gowin  and  Wheatly  Occupations  13 

Giles  Vocational  Civics  11 

Hughes  Economic  Civics  2 

(No  supplementary  texts  were  reported) 
Total  number  of  schools  offering  Vocational  Civics  38 

The  persons  replying  to  the  questionnaire  feel  that  Vocational 
Civics  is  given  more  prominence  than  it  should  have.  This  may  be 
inferred  from  the  fact  that  it  is  required  in  42  percent  of  the  schools 
but  that  only  32  percent  of  the  replies  expressed  the  opinion  that  it 
should  be  required.  Vocational  Civics  has  been  taught  in  sixteen 
schools  for  three  years  or  longer,  and  in  seventeen  schools  for  a 
shorter  period  of  time.  It  is  reported  as  being  unsuccessful  in  six 
schools,  and  whether  or  not  this  is  due  to  the  nature  of  the  course, 
it  is  interesting  to  note  that  no  school  intends  to  discontinue  this 
subject.  Notebook  work  is  required  and  the  socialized  recitation  is 
found  in  approximately  50  percent  of  the  schools  that  offer  this 
course.  The  stereopticon  is  used  in  one-half  that  number  and  super- 
vised study  in  about  two-thirds  of  that  number. 

Economics.  Economics  is  offered  most  frequently  in  the  fourth 
or  the  third  year  of  the  high  school,  yet  six  schools  offer  it  in  the 
first  year.  The  data  indicate  that  82  percent  of  these  courses  are 
based  predominantly  upon  some  textbook.  The  texts  used  most 
frequently  for  this  purpose  are  as  follows: 

Principal  Texts 

Author  Title  Frequency 

Thompson  Elementary  Economics  104 

Ely  and  Wicker  Elementary  Principles  of  Economics  37 

Carver  Elementary  Economics  32 

Burch  and  Nearing  American  Economic  Life  27 

Bullock  Elements  of  Economics  19 

Marshall  and  Lyon  Our   Economic  Organization  17 

Supplementary  Texts 
Bullock  Elements  of  Economics  8 

Carver  Elementary   Economics  7 

Ely  Outlines  of  Economics  6 

Marshall  and  Lyon  Our  Economics  Organization  6 

Seager  Economics  6 

Total  number  of  schools  teaching  Economics         316 

[35] 


This  subject  has  been  offered  in  208  schools  for  three  or  more 
years  and  in  69  schools  for  a  shorter  period  of  time.  Reports  indi- 
cate that  in  about  7  percent  of  the  schools  the  course  is  disliked  by 
the  pupils.  Thirteen  schools  report  it  as  unsuccessful  and  four  of 
these  schools  will  not  offer  it  again.  Notebook  work  is  required  in 
58  percent  of  the  schools,  the  stereopticon  used  only  in  about  one- 
fourth  that  number,  and  supervised  study  and  the  socialized  recita- 
tion found  in  30  percent  and  47  percent  respectively. 

Sociology.  Sociology  appears  most  frequently  in  the  fourth  year 
of  the  high  school,  yet  a  large  number  of  schools  offer  it  during  the 
third  year.  Eight  schools  teach  it  regularly  to  freshmen.  As  a  rule, 
however,  only  upper  classmen  are  permitted  to  enter  the  course.  It 
alternates  in  most  cases  with  Civics  or  Economics.  As  a  rule  the 
textbook  is  the  basis  of  the  subject.  The  texts  that  are  most  frequent- 
ly used  are  as  follows: 

Principal  Texts 
Author  Title  Frequency 

Towne  Social  Problems  67 

Ellwood  Sociology  and  Modern  Social  Problems    46 


Burch  and  Patterson 

American  Social  Life                                   22 

Tufts 

Real  Business  of  Living                                4 

Supplementary  Texts 

Ellwood 

Sociology  and  Modern  Social  Problems      9 

Towne 

Social  Problems                                               4 

Burch  and  Patterson 

American  Social  Life                                     4 

Tufts 

Real  Business  of  Living                                2 

Total  number  of  schools  teaching  Sociology         156 

Practically  one-half  of  these  schools  teach  current  events  in  con- 
nection with  this  course.  About  25  percent  of  the  schools  offering 
Sociology  require  it  for  graduation.  The  persons  answering  the  ques- 
tionnaire in  about  50  percent  of  the  schools  believe  the  subject  should 
be  required.  Hence,  again  theory  and  practice  differ.  Indications  are 
clear  that  Sociology  is  fast  coming  into  the  high  school  curriculum. 
Its  presence  is  reported  by  fifty-nine  schools  for  three  years  or  longer, 
and  by  seventy-five  schools  as  having  been  introduced  within  the  past 
three  years.  It  is  reported  as  unsuccessful  in  seven  schools  and  as  not 
being  generally  liked  in  three  schools.  It  will  not  be  offered  next  year 
by  three  schools.    Notebook  work  is  required  in  44  percent  of  the 

£3*J 


schools,  the  stereopticon  is  found  in  16  percent,  and  supervised  study 
and  the  socialized  recitation  are  found  in  35  percent  and  57  percent, 
respectively. 

Social  Science.  This  course  is  offered  most  frequently  to  seniors 
or  to  sophomores.  In  nearly  every  instance  it  is  limited  to  the  stu- 
dents of  the  class  for  which  it  is  offered.  About  three-fourths  of  the 
schools  giving  the  subject  adhere  strictly  to  the  textbook.  The  text- 
books that  are  most  frequently  used  are  as  follows: 

Principal  Texts 

Author  Title  Frequency 
Hill                                                          Community  Life  and  Civic  Problems         4 

Burch  and  Patterson                             American  Social  Life  4 

Tufts                                                        Real  Business  of  Living  3 

Towne                                                     Social  Problems  2 

Total  number  of  schools  offering  Social  Science  31 

Current  events  are  taught  in  this  course  in  about  three-fourths 
of  the  schools.  About  16  percent  require  the  subject  for  graduation. 
Indications  from  the  opinions  of  those  persons  answering  the  ques- 
tionnaire are  that  the  subject  should  be  required  much  more  fre- 
quently that  it  is  at  present.  Social  Science  has  been  offered  for  three 
years  or  longer  by  seven  schools,  and  for  less  than  three  years  by 
nineteen  schools.  It  is  reported  as  not  being  generally  liked  in  two 
schools,  and  as  unsuccessful  in  one  school  which  plans  to  discontinue 
it.  Notebook  work  is  required  in  55  percent  of  the  schools  offering  the 
subject,  the  stereopticon  is  used  in  26  percent,  supervised  study  in 
32  percent,  and  the  socialized  recitation  in  45  percent  of  these  schools. 

Educational  Guidance.  This  subject  is  offered  in  a  very  few 
schools,  and  appears  either  in  the  first  semester  or  in  the  last  three 
semesters  of  the  high  school  course.  When  offered  in  the  first  year 
it  is  likely  that  one  phase  of  its  work  is  related  directly  to  the  stu- 
dents' future  work  in  the  high  school.  This  subject  does  not  appear 
to  have  a  very  definite  content,  and  probably  the  subject  matter  of 
the  course  usually  depends  upon  the  interests  of  the  instructor.  In 
several  cases  "How  to  Study"  by  Sandwick  is  mentioned  as  a  basic 
text.  Current  events  are  taught  in  almost  one-half  of  these  courses. 

Of  the  schools  teaching  Educational  Guidance  20  percent  require 
it  for  graduation.   However,  56  percent  of  the  persons  who  answered 

[37] 


the  questionnaire  think  that  it  ought  to  be  required.  It  is  not  gen- 
erally liked  in  one  of  the  five  schools  reporting  its  presence.  Note-, 
book  work  and  the  socialized  recitation  are  used  in  20  percent  of 
these  schools. 

Vocational  Guidance.  This  subject  is  offered  in  either  the  sec- 
ond or  the  first  year  of  the  high  school  course.  In  nearly  every  case 
the  classes  are  restricted  to  students  with  standing  equivalent  to  the 
year  in  which  the  course  is  scheduled.  "Occupations"  by  Gowin  and 
Wheatley  is  used  almost  universally  as  a  text.  No  other  text  was 
mentioned  more  than  once.  One-third  of  the  schools  require  this 
course  for  graduation  but  the  conclusion  based  on  the  answers  to 
the  questionnaire  is  that  it  should  be  required  to  a  much  larger  ex- 
tent. This  subject  also  has  made  its  appearance  within  the  last  few 
years,  although  only  nine  schools  report  that  it  has  been  taught  for 
less  than  three  years.  It  is  generally  liked  in  all  the  schools  repre- 
sented, is  reported  successful,  and  will  be  offered  again  in  every  case. 
Notebook  work  is  required  in  50  percent  of  the  schools.  The  stere- 
opticon  is  used  in  15  percent,  and  supervised  study  and  the  socialized 
recitation  reported  in  22  percent  and  37  percent,  respectively. 


[38] 


OLV 


ti 


UNIVERSITY   OF   ILLINOIS  BULLETIN 

Issued  Weekly 
Vol.  XX  January  1,  1923  No.  18 

[Entered  as  second-class  matter  December  11,  1912,  at  the  post  office  at  Urbana,  Illinois,  under  the 
Act  of  August  24,  1912.  Accepted  for  mailing  at  the  special  rate  of  postage  provided  for  in 
Section   1103,  Act  of  October  3,   1917,  authorized  July  31,   1918.] 

BULLETIN  NO.  13 


BUREAU  OF  EDUCATIONAL  RESEARCH 
COLLEGE  OF  EDUCATION 

THE  STATUS  OF  THE  SOCIAL  SCIENCES  IN 

THE  HIGH  SCHOOLS  OF  THE  NORTH 

CENTRAL  ASSOCIATION 

by 

Walter  S.  Monroe^^T       ^ 
Director,  Bureau  of  Educational  Research 
and 

I.  O.  Foster 

Instructor,  University  High  School 


PRICE  50  CENTS 


PUBLISHED  BY  THE  UNIVERSITY  OF  ILLINOIS,  URBANA 

1922 


The  Bureau  of  Educational  Research  was  established  by  act 
of  the  Board  of  Trustees  June  1,  1918.  It  is  the  purpose  of  the 
Bureau  to  conduct  original  investigations  in  the  field  of  education, 
to  summarize  and  bring  to  the  attention  of  school  people  the  results 
of  research  elsewhere,  and  to  be  of  service  to  the  schools  of  the 
state  in  other  ways. 

The  results  of  original  investigations  carried  on  by  the  Bureau 
of  Educational  Research  are  published  in  the  form  of  bulletins.  A 
complete  list  of  these  publications  is  given  on  the  back  cover  of 
this  bulletin.  At  the  present  time  five  or  six  original  investigations 
are  reported  each  year.  The  accounts  of  research  conducted  else- 
where and  other  communications  to  the  school  men  of  the  state 
are  published  in  the  form  of  educational  research  circulars.  From 
ten  to  fifteen  of  these  are  issued  each  year. 

The  Bureau  is  a  department  of  the  College  of  Education.  Its 
immediate  direction  is  vested  in  a  Director,  who  is  also  an  instructor 
in  the  College  of  Education.  Under  his  supervision  research  is 
carried  on  by  other  members  of  the  Bureau  staff  and  also  by  grad- 
uate students  who  are  working  on  theses.  From  this  point  of  view 
the  Bureau  of  Educational  Research  is  a  research  laboratory  for  the 
College  of  Education. 

Bureau  of  Educational  Research 
College  of  Education 
University  of  Illinois,  Urbana 


THE  UNIVERSITY  OF  ILLINOIS 

THE  STATE  UNIVERSITY 
URBANA 

DAVID  KINLEY,  Ph.D.,  LL.D.,  President 


The  University  Includes  the  Following  Departments 

The  Graduate  School 

The  College  of  Liberal  Arts  and  Sciences  (Ancient  and  Modern  Languages 
and  Literatures;  History,  Economics,  Political  Science,  Sociology,  Philosophy, 
Psychology,  Education;  Mathematics;  Astronomy;  Geology;  Physics;  Chemistry; 
Botany,  Zoology,  Entomology;  Physiology,  Art  and  Design) 

The  College  of  Commerce  and  Business  Administration  (General  Business, 
Banking,  Insurance,  Accountancy,  Railway  Administration,  Foreign  Commerce; 
Courses  for  Commercial  Teachers  and  Commercial  and  Civic  Secretaries) 

The  College  of  Engineering  (Architecture;  Architectural,  Ceramic,  Civil,  Elec- 
trical, Mechanical,  Mining,  Municipal  and  Sanitary,  Railway  Engineering,  and 
General  Engineering  Physics) 

The  College  of  Agriculture  (Agronomy;  Animal  Husbandry;  Dairy  Husbandry; 
Horticulture  and  Landscape  Gardening;  Agricultural  Extension;  Teachers' 
Course;  Home  Economics) 

The  College  of  Law  (Three-year  and  four-year  curriculums  based  on  two  years 
and  one  year  of  college  work  respectively) 

The  College  of  Education 

The  Curriculum  in  Journalism 

The  Curriculums  in  Chemistry  and  Chemical  Engineering 

The  School  of  Railway  Engineering  and  Administration 

The  School  of  Music  (four-year  curriculum) 

The  Ld3rary  School  (two-year  curriculum  for  college  graduates) 

The  College  of  Medicine  (in  Chicago) 

The  College  of  Dentistry  (in  Chicago) 

The  School  of  Pharmacy  (in  Chicago;  Ph.G.  and  Ph.C.  curriculums) 

The  Summer  Session  (eight  weeks) 

Experiment  Stations  and  Scientific  Bureaus:  U.  S.  Agricultural  Experiment 
Station;  Engineering  and  Experiment  Station;  State  Laboratory  of  Natural 
History;  State  Entomologist's  Office;  Biological  Experiment  Station  on  Illinois 
Riven  State  Water  Survey;  State  Geological  Survey;  U.  S.  Bureau  of  Mines 
Experiment  Station. 

The  library  collections  contain  May  1,  1922,  523,230  volumes  and  120,151  pam- 
phlets.    For  catalogs  and  information  address 

THE  REGISTRAR 

Urbana,  Illinois 


BULLETINS   OF   THE   BUREAU   OF   EDUCATIONAL   RE- 
SEARCH, COLLEGE  OF  EDUCATION,  UNIVERSITY 
OF  ILLINOIS,  URBANA,  ILLINOIS 

Price 

No.  1.    Buckingham,  B.  R.    Bureau  of  Educational  Research, 

Announcement,  1918-19 IS 

No.  2.     First  Annual  Report 25 

No.  3.    Bamesberger,  Velda   C.     Standard  Requirements   for 

Memorizing  Literary  Material. SO 

No.  4.    Holley,   Charles  E.      Mental  Tests  for   School  Use. 

(Out  of  print) 50 

No.  5.    Monroe,  Walter  S.    Report  of  Division  of  Educational 

Tests  for  1919-20 25 

No.  6.    Monroe,  Walter  S.    The  Illinois  Examination 50 

No.  7.  Monroe,  Walter  S.  Types  of  Learning  Required  of 
Pupils  in  the  Seventh  and  Eighth  Grades  and  in 
the  High  School 1 5 

No.  8.    Monroe,  Walter  S.    A  Critical  Study  of  Certain  Silent 

Reading  Tests 50 

No.  9.    Monroe,  Walter  S.    Written  Examinations  and  Their 

Improvement 50 

No.  10.     Bureau  of  Educational  Research.     Relation  of  Size 

of  Class  to  School  Efficiency 50 

No.  11.    Monroe  Walter  S.    Relation  of  Sectioning  a  Class  to 

the  Effectiveness  of  Instruction 15 

No.  12.     Odell,  Charles  W.  The  Use  of  Intelligence  Tests  as  a 

Basis  of  School  Organization  and  Instruction 50 

No.  13.  Monroe,  Walter  S.,  and  Foster,  I.  O.  The  Status  of  the 
Social  Sciences  in  the  High  Schools  of  the  North 
Central  Association 50 


o 


